Proposed ICT Competency Standards for Teachers
ICT
Basic
Specialized I
Specialized II
Demonstrate basic hardware and software
operations and use productivity
applications software, a web browser,
communications software, presentation
software, and management applications.
Use various open-ended software
packages appropriate to their subject area,
such as visualizations, data analysis, roleplay simulations, and online references.
Use ICT tools and resources (multimedia
recording and production equipment,
editing tools, publication software, web
design tools) to support student innovation
and knowledge creation.
Use software for managing, monitoring,
and assessing learning.
Pedagogy
Curriculum
Use common communication and
collaboration technologies, such as email,
text messaging, video conferencing, and Use an authoring environment or tools to
Web-based collaboration and social
design digital resources.
environments.
Use network technologies to support
Use common multimedia devices for
student collaboration within and beyond
teaching and learning.
the classroom.
Use presentation software and digital
Design developmentally appropriate
resources to support instruction.
technology-enhanced learning activities
where learners apply key subject matter
Incorporate appropriate ICT-supported
concepts and collaborate to understand,
learning activities to engage learners and represent, and solve complex real-world
support their acquisition of subject area
problems, as well as reflect on and
knowledge.
communicate solutions.
Use ICTs to communicate and collaborate
with students, peers, parents, and the
larger community in order to nurture
student learning.
Use search engines, online databases, and
digital repositories to access and share
resources for teaching and learning.
Design technology-enhanced learning
materials and activities that engage
students in collaborative knowledge
building and artistic creation.
Facilitate technology-supported
collaborative knowledge creation by
learners.
Facilitate student learning in a technologyenhanced environment.
Select digital resources which are aligned Adapt digital resources to help students
Aggregate digital resources to foster
with curriculum standards and which help develop higher order learning, knowledge individualized and flexible learning.
students meet these standards.
building, and communication skills.
Develop digital resources in the subject
Evaluate the usefulness of digital
area for use by learners and other
resources in supporting learning in the
teachers.
subject area.
Basic
Assessment
Specialized I
Use ICT to assess students’ acquisition of Use technology-supported authentic
subject area knowledge and to provide
assessment and learner self- and peer
learners with feedback on their progress. assessment.
Design and implement technologysupported formative and summative
assessment.
Organization Use technology with the whole class, small Manage a technology-supported teachingand
groups, and individual learners, and ensure learning environment.
Administration equitable access.
Create flexible classroom learning
Use appropriate software to take
environments where they [teachers] can
attendance, submit grades, and maintain integrate learner-centered activities and
student records.
apply technology to support collaboration.
Teacher
Use ICT to enhance their productivity.
Use ICT to access and share resources to
Professional
support teaching and their own
Development Use ICT to support the development of
professional development.
their subject matter and pedagogical
knowledge.
Use ICT to access experts and learning
communities to support their own
professional development.
Specialized II
Use technology to design and support
flexible assessment.
Use virtual learning environments and
knowledge building environments to
support the development of learning
communities.
Play a leadership role in training
colleagues and in creating and
implementing a vision of their school as a
learning community enriched by ICT.
Experiment and continuously learn and use
ICT to create professional knowledge
communities.
Notes:
1) This matrix of ICT competencies for teachers integrates competencies listed in the NICS (2006), DepEd (2008) and UNESCO ICT Competency
Standards for Teachers (2008).
2) The three levels (basic, specialized I, and specialized II) correspond to three policy goals of ICT use in education described in the UNESCO ICTCST framework, namely, technology literacy, knowledge deepening, and knowledge creation. These three policy goals may be understood to
correspond to the levels of ICT integration thus: technology literacy is the goal at the emerging and adoption stages of ICT integration; knowledge
deepening is the goal at the infusing stage of ICT integration; and knowledge creation is the goal at the transformative stage of ICT integration.
Basic teacher ICT competencies include basic digital literacy skills; the ability to select and use appropriate off-the-self educational software “in
computer laboratories or with limited classroom facilities to complement standard curriculum objectives, assessment approaches, unit plans, and
didactic teaching methods”; and the ability to “use ICT to manage classroom data and support their own professional development” (UNESCO ICTCST, 2008, p. 6).
Specialized teacher ICT competencies I include the “ability to manage information, structure problem tasks, and integrate open-ended software
tools and subject-specific applications with student-centered teaching methods and collaborative projects in support of students’ deep understand
of key concepts and their application to solve complex, real-world problems”; the ability to “use network resources to help students collaborate,
access information, and communicate with external experts to analyze and solve their selected problems”; and the ability “to use ICT to create and
monitor individual and group student project plans, as well as access experts and collaborate with” colleagues to support their own professional
development (UNESCO ICT-CST, 2008, p. 8).
Specialized teacher ICT competencies II include the “ability to design ICT-based learning resources and environments; use ICT to support the
development of knowledge creation and critical thinking skills of students; support students’ continuous, reflective learning; ...create knowledge
communities for students and colleagues”; and “play a leadership role in training colleagues and in creating and implementing a vision of their
school as a community based on innovation and continuous learning, enriched by ICT” (UNESCO ICT-CST, 2008, p. 9).